Paper ID #41276Professional Competency Development through Reflection (Work-in-Progress)Laurie Sutch, University of Michigan Laurie is an experienced administrator in higher education as a director and program manager, workshop presenter, and facilitator of interactive learning experiences. Currently in the College of Engineering Undergraduate Education office at the University of Michigan, she supervises Spire, a program designed to help students develop professional competencies such as teamwork, communication, etc. She has presented at a variety of conferences, and has published several articles on gameful competency
Paper ID #42491Applied Ethics via Encouraging Intuitive Reflection and Deliberate DiscourseLucas J. Wiese, Purdue University Lucas Wiese is a PhD student in Computer and Information Technology at Purdue University. He studies AI ethics education and workforce development and works in the Research on Computing in Engineering and Technology Education lab (ROCkETEd) and the Governance and Responsible AI Lab (GRAIL).Dr. Alejandra J. Magana, Purdue University Alejandra J. Magana, Ph.D., is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor of Engineering
Paper ID #41998Engineering Doctoral Students’ Expectations, Reflections, and Concerns RegardingFuture in AcademiaOmar Jose Garcia, University of Oklahoma Omar Garcia is an undergraduate Aerospace Engineering student at The University of OklahomaDr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly College of Engineering at The University of Oklahoma. He completed his Ph.D. in Engineering Education Systems and Design program from Arizona State University, 2022. He received a bachelor’s degree in Electrical and Electronics Engineering and a Master’s in Power Systems from India in 2011
Paper ID #43179Effectiveness of Inclusive, Reflective Teaching Practices on Problem SolvingProficiencyDr. Casey Jane Ankeny, Northwestern University Casey J. Ankeny, PhD is an Associate Professor of Instruction and Director of MS Program at Northwestern University.Prof. David P O’Neill, Northwestern University David O’Neill is an Associate Professor of Instruction and the Michael Jaharis Director of Experiential Learning for the Biomedical Engineering Department at Northwestern University. David read Engineering Science at University College, Oxford, receiving his M.Eng. and D.Phil. before undertaking a post-doc in the
in engineering andcomputer science courses. Written solutions document students’ thought processes, but theremay be other thinking and reasoning that the instructor cannot observe from a solution alone.The pedagogical technique reported in this paper is the use of video reflections of solutions toexam problems. Students created one short video explanation of their solution to a randomlyassigned exam problem for each exam. The educational objectives for the video included: 1)encourage reflection and meta-cognition about the creation and testing of a solution, 2) practiceoral communication of technical process.From 2021 to 2023, students in three different computer science courses took exams and createdvideo recordings of their solutions. The
British Columbia, where he serves as the program advisor for the Manufacturing Engineering undergraduate program. Casey’s research interests include multi-campus instruction and the development of open educational resources.Abbas Hosseini, University of British Columbia, Vancouver ©American Society for Engineering Education, 2024 Reflections on Multi-campus Teaching in a New Manufacturing Engineering ProgramAbstractIn 2019, the University of British Columbia (UBC) initiated a new multi-campus manufacturingengineering program involving two campuses situated over 450 km apart. Each institution isresponsible for managing its own curriculum and specialization within manufacturing
at ATA Engineering where he worked as a structural analysis engineer for nine years. During this time, he both took and taught multiple professional courses and realized how many technically brilliant instructors struggled to convey information in a way that could be readily absorbed by the students. Now in his eighth year in academia Michael is researching how various teaching methods and study habits affect the absorption and long-term retention of class material in the hopes of best preparing students for their future as engineers. ©American Society for Engineering Education, 2024 Reflections on Integrating MATLAB Grader Across a Mechanical
Paper ID #42554Use of Sentiment Analysis to Assess Student Reflections in StaticsDr. Amie Baisley, University of Florida I am an Instructional Assistant Professor at the University of Florida teaching primarily 2nd year mechanics courses. My teaching and research interests are alternative pedagogies, mastery-based learning and assessment, student persistence in their first two years, and faculty development.Chiranjeevi Singh Marutla, University of Florida ©American Society for Engineering Education, 2024 Use of Sentiment Analysis to Assess Student Reflections in StaticsIn a flipped
Paper ID #43944Community College Support for Engineering Students: Reflective JournalingAnalysisDr. Cory Brozina, Youngstown State University Dr. Cory Brozina is an associate professor and the Director of First-Year Engineering at Youngstown State University. He completed his B.S. and M.S. in Industrial & Systems Engineering from Virginia Tech, and his PhD is in Engineering Education, also from Virginia Tech. ©American Society for Engineering Education, 2024 Community college support for engineering students: Reflective journaling analysisIntroductionThis research
’ related matters and policies. He is also the Academic Coordinator of the first year engineering program (Schulich Studio) since June 2023. Dr. Ghasemloonia is a registered Professional Engineer (P.Eng.) in Alberta. ©American Society for Engineering Education, 2024 Classification of alternative grading approaches: review and reflections from practiceAbstractThe purpose of this paper is to review and categorize how alternative grading has been practicedin higher education and reflect on how we, as instructors in a university, apply it in their courses.In this paper, the potential issues of traditional grading are characterized in three aspects: (1)judgemental, (2) high
?In particular, we first use answers to Questions 1 - 3 to address RQ1. Then, we use the results ofQuestions 4 - 6 and pre- and post-lab questionnaires to address RQ2. Finally, we use answers toQuestions 7 - 15 to address RQ3 because we think they reflect students’ needs, which will help usimprove the quality of lectures and hands-on labs.6 Results of Assessment (a) Question 1 (b) Satisfaction Trend in Institution 1Figure 6: Aggregated students’ responses to Questions 1 and the satisfaction itrend in Institution 16.1 Research FindingsTo demonstrate our findings and answer RQs without losing generality, we chose four labs weconstantly offered students. To answer RQ1, we conducted the
Paper ID #44083Exploring and Expanding Support for International Students in Engineering:Faculty Reflections Beyond Academic BoundariesAnimesh Paul, University of Georgia Animesh, originally from Tripura, India, brings a diverse and liberal background, shaped by his military upbringing, to his role as a Ph.D. candidate at the University of Georgia’s Engineering Education and Transformative Practices program. Holding a bachelor’s degree in Electronics and Electrical Engineering from KIIT University, he currently conducts research under Dr. Racheida Lewis, focusing on equity and inclusion within engineering education
for instructors to maximize student learning andcommunication skills in a third year mechanical engineering course that uses computer aideddrafting (CAD) for a design project. The current framework mirrors the review process thattakes place in industry and motivates students to keep up with major deadlines. Students need tolearn how to accept feedback, review other’s work, and communicate their designs to besuccessful in industry. The framework has been developed over three semesters and incorporatesscaffolded milestones, (peer) design reviews, and reflection. This paper presents instructorobservations of lessons learned and graduate TA observations from lab with the goal of makingthe framework accessible to other instructors of design. The
, 2024Embracing a Fail-Forward Mindset: Enhancing Engineering Innovation through Reflective Failure Journaling 1. IntroductionIn the evolving landscape of engineering education, the imperative to nurture innovation andresilience among budding engineers has never been more critical [1]. As global challengesbecome more complex and multifaceted, engineering educators are called upon to devisepedagogical strategies that not only impart technical knowledge but also foster the soft skillsnecessary for students to thrive in unpredictable environments. This study introduces aninnovative educational approach employed in the "Innovation Through Making" course atWorcester Polytechnic Institute, designed to cultivate a 'fail-forward learn-fast
. Adam Maltese, Indiana University, Bloomington Professor of Science EducationDr. Kelli Paul, Indiana University, Bloomington Dr. Kelli Paul is an Assistant Research Scientist at the Center for Research on Learning and Technology at Indiana University where her research focuses on the development of STEM interests, identity, and career aspirations in children and adolescents.Lauren Penney, Indiana University, Bloomington ©American Society for Engineering Education, 2024 Failure in Focus: Unpacking the Impact of Video-Based Reflections on Museum Educator PracticesIntroductionWhile the term 'failure' often has negative associations [1], there is a current focus on failure
Paper ID #43265Board 356: Providing and Implementing Inclusive Practices in EngineeringClassrooms: Final Reflections from Three Partner InstitutionsMiss Jessica Moriah Vaden, University of Pittsburgh Miss Jessica Vaden is a PhD Candidate in Civil and Environmental Engineering at the University of Pittsburgh where she is a STRIVE Scholar. She received her bachelor’s degree from the University of Maryland, Baltimore County (UMBC) in Chemical Engineering where she was a Meyerhoff Scholar (M26). Jessica’s research spans a number of different areas including sustainable engineering, empowering communities about air quality
Engineering from Ohio State and Ohio Northern University. Prior to her time at OSU, she worked at Battelle Memorial Institute in Columbus, Ohio. Her research interests include pre-college engineering education, informal engineering education, and identity development. ©American Society for Engineering Education, 2024 GIFTS: Using Storybooks and Storytelling to Prompt Discussion and Reflection of Growth MindsetThis GIFTS paper describes an effort to engage first-year engineering students in thinking andanalyzing their Personal Grit through a Reflective and Story-based approach. Almost every“orientation” course covers the basics of advising and essential student success strategies
Washington Sarah Coppola is an Assistant Teaching Professor the Department of Human Centered Design & Engineering at the University of Washington. Dr. Coppola is an educator and researcher whose work focuses on how people are excluded by design. She holds a BS in Mechanical Engineering from Northwestern University, a MS in Human Factors Engineering from Tufts University, and a Doctorate in Ergonomics from Harvard University. ©American Society for Engineering Education, 2024 Reflecting on Adapting Visual Oriented Classes for Blind and Low Vision Students Sourojit Ghosh, Kunal Mehta, Alainna Brown, Maxwell Coppock, and Sarah Coppola
recognized by two best paperProf. Matthew West, University of Illinois Urbana-Champaign Matthew West is an Associate Professor in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign. Prior to joining Illinois he was on the faculties of the Department of Aeronautics and Astronautics at Stanfo ©American Society for Engineering Education, 2024 Reflections on 10 years of operating a computer-based testing facility: Lessons learned, best practices1 IntroductionAssessment is an integral component of any educational experience, but it is also a practice thatbecomes increasingly difficult for faculty to implement well as class enrollments
Paper ID #41718Reflections on a ”Math Disaster”: the Role of Instructor Confusion in theClassroomDr. Lorena S. Grundy, Tufts University Lorena Grundy is an ASEE eFellows postdoctoral fellow at Tufts University, where she works with Milo Koretsky to study chemical engineering education. She received her BSE from Princeton in 2017 and PhD from UC Berkeley in 2022, both in chemical engineering. ©American Society for Engineering Education, 2024 Reflections on a “Math Disaster”: the Role of Instructor Confusion in the ClassroomAbstractWhen enacting active learning
Paper ID #42184Lessons Learned: Summer Book Club to Promote Reflection among EngineeringFaculty on Mental Health of StudentsLuis Delgado Jr., Penn State University Luis R. Delgado Jr. is a Ph.D. Candidate in the Mechanical Engineering Department at Pennsylvania State University. He has a bachelor of science in Mechanical Engineering from The University of Texas at El Paso and earned a master of science degree in Civil Engineering with a minor in Public Policy from Penn State. Along with his role as a Ph.D., he is also a graduate research assistant at the Leonhard Center for Enhancement of Engineering Education at Penn
Paper ID #42483Students’ Metacognitive Regulation Strategies in Written Reflections withinThird-Year Introductory Environmental Engineering CourseAnu Singh, University of Nebraska, Lincoln Anu Singh is a Ph.D. student in Engineering Education Research at the University of Nebraska-Lincoln. She completed her M.Tech in Digital Communication and her B.Tech in Electronics and Communication Engineering in India. Her research interests include self-regulation, metacognition, reflection, and argumentative writing in engineering.Prof. Heidi A. Diefes-Dux, University of Nebraska, Lincoln Heidi A. Diefes-Dux is a Professor in
and Outreach STEM Education graduate student at Tufts University ©American Society for Engineering Education, 2024 1 Context Matters: Characterizing First-Year Engineering Students’ Shifting Perspectives when Reflecting on Different Sociotechnical and Justice TopicsIntroductionThis practice paper relates to the overall mission of ECSJ, specifically transformative learningtoward action. For well over a decade, there have been numerous critiques of the social/technicaldualism present in engineering education and calls to disrupt it [1]. Researchers have varyingmotivations
Paper ID #43035Building a Great Student Chapter: Reflections on Workshop Activities UsingEntrepreneurial MindsetProf. Matthew W Liberatore, University of Toledo Matthew W. Liberatore is a Professor in the Department of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. From 2005 to 2015, he served on the faculty at the Colorado School of Mines. In 2018, he served as an Erskine Fellow at the University of Canterbury in New Zealand. His research involves the
Professor in the Department of Bioengineering at the University of Washington.William Charles Sobolewski, University of California, Santa Cruz ©American Society for Engineering Education, 2024 Work in Progress: Scaffolding the Revision Process with Rubrics, Peer Review, and Reflection in a Technical Communication CourseIntroduction: Promoting Effective Revision of Rough DraftsTechnical communication is an essential skill for engineers. Unfortunately, many graduates ofengineering undergraduate programs report that they do not feel prepared or confident in theirtechnical communication abilities. In addition, although effective communication skills arerequired for success in all engineering
Paper ID #43568Examining the Implementation and Impact of Reflective Practices in EngineeringCourses: Insights from Faculty and Teaching AssistantsDr. Logan Andrew Perry, University of Nebraska, Lincoln Dr. Perry is an Assistant Professor of Engineering Education in the Department of Civil & Environmental Engineering at the University of Nebraska-Lincoln. His work contains a unique blend of engineering education and civil engineering projects. Dr. Perry’s current work centers on understandinMrs. Ibukunoluwa Eunice Salami, University of Nebraska, Lincoln Ibukunoluwa Eunice Salami is a PhD Student in Engineering Education
Paper ID #41861Board 189: A Mentor’s Reflection on Challenges of Practice in a ScholarshipProgram for Lower-Income Computing StudentsMrs. Tiana Solis, Florida International University Tiana Solis is an instructor and a part-time Ph.D. student at Florida International University. She received her Bachelor’s and Master’s degrees in Computer Science from SUNY (State University of New York) Polytechnic Institute in Utica, New York. Her research and instructional interests include student access and success in computing, Diversity Equity, and Inclusion in Higher Education.Dr. Stephen Secules, Florida International University
Paper ID #41933Board 261: Engineering Technology, Anthropology, and Business: Reflectionsof Graduate Student Researchers in the Pursuit of Transdisciplinary LearningDeana Lucas, Purdue University, West LafayetteRebecca Martinez, Purdue Polytechnic Graduate Programs ©American Society for Engineering Education, 2024 Engineering Technology, Anthropology, and Business: Reflections of Graduate Student Researchers in the Pursuit of Transdisciplinary LearningAbstract Two graduate student researchers, with specializations in engineering and technologyeducation and anthropology, collaborated on a National Science Foundation (NSF
Paper ID #43465Board #440: Effect of Reflection Exercises on Preparation for Exams: A CaseStudy in an ECE Machine Learning ClassDr. Ahmed Dallal, University of Pittsburgh Dr. Dallal is an associate professor at the department of electrical and computer engineering, Unversity of Pittsburgh. Dr. Dallal’s primary focus is on education development and innovation. His research interests include biomedical signal processing, biomedical image analysis, and computer vision, as well as machine learning, networked control systems, and human-machine learning. ©American Society for Engineering Education, 2024